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SECRETARIAT
SPECIAL EDITION #13
Communication in the
Mathematics Classroom
Gallery Walk, Math Congress and Bansho
Why is mathematical
communication important?
Mathematical communication is an essential process for learning mathematics
because through communication, students
reflect upon, clarify and expand their
ideas and understanding of mathematical
relationships and mathematical arguments.
(Ontario Ministry of Education, 2005)
September 2010
ISSN: 1913 8482 (Print)
ISSN: 1913 8490 (Online)
Categories of Mathematical
Communication ...
expression and organization of ideas
and mathematical thinking (e.g., clarity
of expression, logical organization), using
oral, visual, and written forms (e.g., pictorial, graphic, dynamic, numeric, algebraic
forms; concrete materials)
communication for different audiences
(e.g., peers, teachers) and purposes
(e.g., to present data, justify a solution,
express a mathematical argument in oral,
visual, and written forms)
use of conventions, vocabulary and
terminology of the discipline (e.g., terms,
symbols) in oral, visual, and written forms
(Ontario Ministry of Education,
2005, p. 23)
assumptions and generalizations that show how the details of the mathematical
task/problem are addressed in the solution
clarity in terms of logical organization for the readers ease of comprehension, requiring
little or no reader inference
a cohesive argument that consists of an interplay of explanations, diagrams, graphs,
tables and mathematical examples
elaborations that explain and justify mathematical ideas and strategies with sufficient
and significant mathematical detail
appropriate and accurate use of mathematical terminology, symbolic notation and
standard forms for labelling graphs and diagrams.
3. After
(a) Consolidation (20 to 25 minutes). Co-ordination of whole-class discussion and
analysis of student solutions
(b) Highlights/summary (5 minutes). Recounting key mathematical ideas and strategies
related to the learning goal of the lesson
(c) Practice (5 to 10 minutes). Solving a problem that is similar to the lesson problem
in order to practise applying new ideas and strategies
Gallery Walk
Gallery Walk is an interactive discussion technique that gets students out of their chairs
and into a mode of focused and active engagement with other students mathematical
ideas (Fosnot & Dolk, 2002). The purpose of the Gallery Walk is to have students and the
teacher mathematically engage with a range of solutions through analysis and response.
It is often carried out after students have generated solutions to a mathematics lesson
problem. Solutions could be recorded on computers, pieces of paper on tables or posted
chart paper. A Gallery Walk is often scheduled for about 10 to 20 minutes depending on
the instructional purpose and depth of mathematical analysis expected.
For students, Gallery Walk is a chance to read different solutions and provide oral and
written feedback to improve the clarity and precision of a solution. On the other hand,
for teachers, it is a chance to determine the range of mathematics evident in the different
solutions and to hear students responses to their classmates mathematical thinking.
Such assessment for learning data help the teacher to determine points of emphasis,
elaboration and clarification for the ensuing whole class discussion (Fosnot & Dolk, 2002).
Although there are different variations of a Gallery Walk, a common approach is outlined
below:
(a) Small-group problem solving Students, in small groups, develop one solution to
the lesson problem on chart paper.
(b) Small-group discussion Small groups take turns reading and analyzing one
anothers solutions and recording comments, questions and/or suggestions for
improvement, using stick-on notes (for later sorting) or writing directly on the chart
paper. After three to five minutes, the groups rotate to the next solution. Rotation
continues until all solutions are analyzed and responded to by all groups. As comments
accumulate for each solution, the groups also review what previous groups have
written and add only new comments, questions and/or suggestions for improvement.
(c) Teacher observation As students are discussing their classmates solutions, the
teacher circulates around the classroom, gauging student understanding and noting
students use of mathematics vocabulary and symbolic notation as well as their
mis-matched conceptions.
(d) Whole-class discussion When the groups return to their own solution, they
synthesize the comments, questions and suggestions for improvement into an oral
report that will be presented to the whole class. Small-group oral reports provide
specific details that the teacher can use to highlight and summarize key mathematical
ideas and strategies related to the lesson learning goal as well as include discussion
about mathematical misconceptions and errors. Also, the group can apply their
classmates responses to revise their solution.
Math Congress
Bob
Maria
How does your solution compare to these solutions? How are they similar? Different?
Bobs store
$15.0012 cans
= $1.25 per can
Marias store
$23.0020 cans
= $1.15 per can
Bobs store
12 cans $15.00
X5
x5
60 cans $75.00
Marias store
20 cans $23.00
X3
x3
60 cans $69.00
$55 = $1 and
$0.755 = $0.15
Using Division
Using Division
Common Whole
Cans
12
Bob
$15.00
Maria
?
$7.50
$3.75
$1.25
$1.15
20
$23.00
60
$75.00
$69.00
10
$11.50
$5.75
Ratio Table
For the Cat Food Problem, two big ideas could be the focus of the Math Congress:
1. unit price results from division the total price divided by the number of cans
2. equivalence if you multiply (or divide) the price and the number of items you get for
that price by the same number, you obtain an equivalent pricing for a different number
of items (e.g., common whole of 60 cans)
Since these two strategies correspond to the operations used in a ratio table (i.e., multiplication, division), the teacher can introduce a ratio table by organizing the different ratios
that students used to compare the cost of the cat food. Also, students could be challenged
to consider how to use the ratio table in order to determine numbers that are not already
listed on the table (Fosnot & Dolk, 2002; Fosnot, 2007). A common process for a Math
Congress (Fosnot & Dolk, 2002; Fosnot, 2007) is as follows:
Preparing for the Math Congress Pairs of students make chart paper size posters of
their solutions. The posters should be concise, clear presentations of the important ideas
and strategies that students want to communicate to their classmates. During this time,
the teacher notes students use of mathematical strategies and ideas in preparation for
the Math Congress. The teacher imagines how the whole-class discussion could ensue,
using these questions:
What mathematical ideas and strategies in the posters should be discussed?
How do these ideas and strategies relate to student learning of the lesson learning
goal, as well as build on previous mathematical discussions?
Which ideas and strategies can be generalized? How might mathematical generalization
be provoked?
What is a possible sequence for the discussion of the posters, so that it serves as a
scaffold for learning?
Mini-Congress To prepare for the Math Congress, students share their work with one
another, check answers and strategies, and ask questions to provoke clarification and/or
elaboration. During these small-group discussions, all students share their strategies, listen
to the ideas of others, question what they do not understand and defend their thinking.
One student in each group facilitates this discussion, making sure that all strategies are
shared and that everyone in the group has asked and/or responded to a question.
Facilitating the Math Congress The whole class gathers together to discuss solutions
presented by two or three pairs of students. Students defend and support their mathematical
thinking as the teacher guides the whole-class discussion toward important mathematical
ideas and strategies. In order to prompt students to reason and make mathematical
generalizations, these sorts of questions are posed: How is this strategy similar to and
different from the first solution present? Will this strategy always work? How do you know?
When will it not work? Why not?
A large, cleared, public writing space (e.g., chalkboard, dry-erase-board or large piece
of mural or butcher paper, but not chart paper stands) is needed for the recording of the
mathematical details generated throughout the lesson.
1. Before Getting started. The teacher records the discussion prompt or activating
problem and the students mathematical responses, highlighting details that link to
the lessons mathematics learning goal. About 1/8 of board space is needed.
2. During Teaching/learning. The teacher records the lesson problem and a list of the
information that the class identifies to use when making a plan to solve the problem.
Student solutions need to be readable by others. Provide at least 11x17 paper in
landscape orientation, using markers. About 1/8 of board space is needed.
3. After
(a) Consolidation. Two to four different solutions are posted on the board as a visual
for students to use to explain their solutions and for other students and the teacher to
offer questions and comments. The teacher records these mathematical elaborations or
mathematical annotations on and around the solutions, so that the mathematical thinking behind the solution is explicit to everyone. About 1/2 of board space is needed.
(b) Highlights/summary. Key mathematical concepts, algorithms and/or strategies
related to the lesson learning goal are summarized and recorded in a list so that the
learning from the lesson is explicit to all students. About 1/8 of board space is needed.
(c) Practice. One of the practice problems and two student solutions to it are recorded
on the board. About 1/8 of board space is needed.
Before
During
After (Consolidation)
After (Highlights/Summary)
Mathematical Annotations
For example, the mathematical annotations illustrate how the data in the chart can be
recorded as numerical equations; that is, a sum of multiplication sentences.
It takes ongoing, intentional work to create and reinforce a classroom culture in which
all students feel comfortable exposing their thinking in front of their peers when they
question, react to and elaborate on the statements of their classmates and the teacher.
Some suggestions for furthering this work follow:
Have students sit in flexible groupings face to face in pairs or small groups, with sufficient
space for small-group writing and the use of concrete materials.
Clear the board (i.e., chalkboard, write-erase board or post substantial length [2m] of
mural or butcher paper) so there is ample space for posting student work and/or
recording mathematical details throughout the entire three-part problem-solving lesson.
Use co-operative learning strategies, like Turn and Talk, Think-Pair-Share, Round Table,
Think-Talk-Write and Place Mat, to organize student interaction/discussion and to
provide wait time for students to formulate a response.
Develop a culture of listenership where students (and the teacher) listen to every
student in a nonjudgmental, inquisitive and attentive way.
References
Ball, D., Thames, M. H., & Phelps, G. (2009). Content
knowledge for teaching. What makes it special? Journal
of Teacher Education, 59(5), 389407.
Davis, B. (2006). Teacher as consciousness of the
collective. Complicity: An International Journal of
Complexity and Education, 2(1), 8588.
Cobb, P., Wood, T., & Yackel, E. (1994). Discourse,
mathematical thinking, and classroom practice. In contexts for learning: Sociocultural dynamics in childrens
development. New York: Oxford University Press.
Fosnot, C., & Dolk, M. (2002). Young mathematicians
at work: Constructing fractions, decimals, and percents.
Portsmouth, NH: Heinemann.
Fosnot, C. (2007). Investigating fractions, decimals,
and percents: Grades 4-6. Portsmouth, NH: Heinemann.
Jacob, B., & Fosnot, C. (2007). Best buys, ratios, and
rates: Addition and subtraction of fractions. Portsmouth,
NH: Heinemann.
Kubota-Zarivnij, K. Translating Japanese teaching and
learning practices for North American mathematics
educational contexts. Its not simple nor complicated.
Its complex. Unpublished doctoral dissertation in
progress. York University, Toronto, Ontario.